Food and wellbeing: Years 9 and 10

In Years 9 and 10, students further develop their ability to maintain personal health and wellbeing and contribute in civic, social and economic ways. Students question and critically analyse social, cultural and political factors that influence health, …

Food and wellbeing: Years 9 and 10 | Year levels | Dimensions | Curriculum connections | Resources

Online safety: Years 7 and 8

In Years 7 and 8, young people start to become more independent and self-assured; they want more freedom and can experience greater peer influence. When communicating and collaborating online, students develop an understanding of different social contexts, …

Online safety: Years 7 and 8 | Year levels | Dimensions | Curriculum connections | Resources

Online safety: Years 9 and 10

In Years 9 and 10, students use digital technologies to source information and construct, engage in, and maintain social networks. Students increasingly engage in online and social networking spaces to understand identity and status, make sense of cultural …

Online safety: Years 9 and 10 | Year levels | Dimensions | Curriculum connections | Resources

Years 7 and 8 Framework for Classical Languages

The nature of the learners Students are beginning their study of Classical Greek and typically have little prior knowledge and understanding of the language and ancient Greek history and culture. Most will have learnt …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

ACDSEH082

The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication

Elaborations ScOT Terms

ACDSEH082 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum

ACLCHU108

Analyse functions of grammatical rules and use language appropriate to different forms of oral and written communication

Elaborations ScOT Terms

ACLCHU108 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Arabic Years 9 and 10

By the end of Year 10, students use written and spoken Arabic to initiate and sustain interactions with peers and adults. They use language spontaneously to exchange ideas, opinions and feelings, compare experiences and discuss future plans. They …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Achievement Standard Japanese Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Online safety: F-6/7 Humanities and Social Sciences

The Australian Curriculum: Humanities and Social Sciences (HASS) from Foundation to Year 6/7, provides students with opportunities to: actively shape their lives through an expanding sense of themselves and their community; make reflective, informed decisions; …

Online safety: F-6/7 Humanities and Social Sciences | Subjects | Dimensions | Curriculum connections | Resources

Years 3 and 4 Turkish

The nature of the learners At this stage, children are developing cognitive and social capabilities that allow for increased control of their learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social …

Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLASFU035

identifying different ways Deaf community members communicate with each other and with members of the wider hearing community, including face to face or via technology such as NRS or VRS, through social media, the use of English or the use of interpr …

Elaboration | ACLASFU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC082

considering how relationships between changing technology and Deaf people are managed to express and to reflect identity, for example, the rejection of hearing devices or, alternatively, highlighting them with colour or prominent placement

Elaboration (4) | ACLASFC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (10) ACLASFU089

recognising that Auslan requires maintenance, development and documentation, considering historical and contemporary circumstances which have either contributed to or impeded these processes, for example the use of technology such as ELAN for capturing …

Elaboration (10) | ACLASFU089 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU161

identifying different ways Deaf community members communicate with each other and with members of the wider hearing community, including face to face or via technology such as NRS or VRS, through social media, the use of English or the use of interpr …

Elaboration | ACLASFU161 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (12) ACLASFU215

recognising that Auslan requires maintenance, development and documentation, considering historical and contemporary circumstances which have either contributed to or impeded these processes, for example the use of technology such as ELAN for capturing …

Elaboration (12) | ACLASFU215 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (8) ACLCHU091

understanding how new concepts are interpreted in Chinese by analysing the nature of technology-related terms expressed in Chinese, for example, 电脑、短信、博客

Elaboration (8) | ACLCHU091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (12) ACLCLU011

identifying and collecting word families in which the same Classical Greek root is used with different prefixes or suffixes, for example, calligraphy, biography, biology, technology, paralysis, analysis, Palaeolithic, palaeontology

Elaboration (12) | ACLCLU011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (12) ACLCLU026

exploring how Classical Greek is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as gigabyte, nanotechnology, antioxidant, polymer, genotype, triglyceride

Elaboration (12) | ACLCLU026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Health and Physical Education - Years 7 and 8

Year 7 and 8 Personal, social and community health Being healthy, safe and active Content descriptions with elaborations Investigate the impact of transition and change on identities (ACPPS070) examining the impact of physical changes on gender, cultural …

Health and Physical Education - Years 7 and 8 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

ACEEA010

locating suitable information sources, skimming for general meanings and scanning for specific information, note-taking, summarising, paraphrasing and using graphic organisers to collect and collate information

ACEEA010 | Content Descriptions | Unit 1 | English as an Additional Language or Dialect | English | Senior secondary curriculum